Asee peer logo

Will The Implementation Of Just In Time Teaching Be A Better Tool In Bringing Motivation And Enthusiasm To Today's Traditional Lecture In The Construction Engineering Technology Classrooms?

Download Paper |


2005 Annual Conference


Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005



Conference Session

Emerging Trends in Engineering Education Poster Session

Page Count


Page Numbers

10.1473.1 - 10.1473.6



Permanent URL

Download Count


Request a correction

Paper Authors

author page

Sami Tannous

Download Paper |

NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 1793 Will the Implementation of Just in Time Teaching Be a Better Tool in Bringing Motivation and Enthusiasm to Today’s Traditional Lecture in the Construction Engineering Technology Classrooms?

Sami Tannous

Indiana University-Purdue University Fort Wayne Fort Wayne, Indiana


This article will discuss the author’s own experience with some of the difficulties encountered by students in learning construction engineering technology subjects.

Students often lack motivation and enthusiasm in a normal lecture classroom. This teacher’s awareness and capability to get the students involved with the lecture discussion is of crucial importance. The author’s point of view is that the students’ curiosity should be aroused; they must ask questions and be encouraged to take an active role in finding the answers.

Just in Time Teaching is an active learning technique that engages the students in the course. There are three advantages to this teaching style. It helps the students to be prepared prior to class resulting in the student being able to grasp the material better, have a deeper understanding of the subject matter, and engage in the lecture.

Just in Time Teaching is proving to be an effective tool for faculty to identify different types of student learning methods. There are those students who are intrinsically motivated to learn for the purpose of getting educated, prepare for industry, and have a self determination about their educational path vs. those students who are less motivated, less enthusiastic and need more help and pay more attention to so they can gain the knowledge in the class and be successful.

Using this teaching style opens up a productive classroom conversation. By opening up the group discussion and question/answer session in class, all students are benefited, particularly the less motivated students benefit and learn by not only just listening to the discussion and getting the answers but also by getting the courage to ask questions and engage in the conversation. This paper will include a description and analysis of a classroom situation where the Just in Time Teaching method has had a positive effect on the students’ learning process in a traditional classroom lecture.

I. Introduction

The lecture is probably the oldest teaching method and is still widely used in universities throughout the world. One of the challenges facing a new instructor teaching in construction engineering technology using a traditional lecture method is motivating and engaging students in the class discussion, and adjusting to different students’ background, especially in a

“Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education”

Tannous, S. (2005, June), Will The Implementation Of Just In Time Teaching Be A Better Tool In Bringing Motivation And Enthusiasm To Today's Traditional Lecture In The Construction Engineering Technology Classrooms? Paper presented at 2005 Annual Conference, Portland, Oregon. 10.18260/1-2--14565

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2005 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015